Center for Lifelong Learning 2004-2006

The 2004-2006 catalog of the Center for Lifelong Learning at Taylor University Fort Wayne.https://pillars.taylor.edu/institute-correspondence/1019/thumbnail.jp

Taylor University Fort Wayne Online Course Catalog 2008

The 2008 catalog of Taylor University Online at Taylor University Fort Wayne.https://pillars.taylor.edu/institute-correspondence/1020/thumbnail.jp

General Education Requirements: Fontbonne Catalog, 2018-2019

This catalog reflects an institution that is devoted to upholding its new, self-identified value of the common good. The addition of the Mission Core classes and restructuring of the GERs that took place in 2015 fundamentally changed how the program worked. A system that relies on Mission core being the “heart” of the GER program with “Pillars” of knowledge supporting the “structure” of Fontbonne is an important change. The institution is now focused on bringing its own version of a liberal arts education to its students rather than a more standardized one, coming close to finalizing the vision started in the 1970s.https://griffinshare.fontbonne.edu/gen-ed/1004/thumbnail.jp

Taylor University Fort Wayne Catalog

The 2008-2009 academic catalog of Taylor University Fort Wayne.https://pillars.taylor.edu/tufw-catalogs/1103/thumbnail.jp

Olivet Nazarene University Annual Catalog 2023-24

https://digitalcommons.olivet.edu/acaff_catalog/1095/thumbnail.jp

Investigation of pre-service TESOL teachers’ perceptions towards multimedia– based textbook development and usage

The purpose of the study is to present the results of investigating pre-service teachers’ perceptions of their readiness to develop and use multimedia-based English language training textbooks.  The dimensional structure of the designed readiness is regarded as a complex personal integrative quality. A corresponding   survey questionnaire is compiled to determine its content. The study included 81 senior students from the foreign language faculty at Karaganda Buketov University. The research's methodology included statistical analysis of quantitative data, experimental training and participant self-assessment questionnaires. Preliminary tests were conducted in both the experimental and control groups aimed at identifying participants’ perceptions of their initial level of readiness for the development and use of multimedia-based textbooks. Participants in the experimental group participated in an experimental course on technology development and   the use of multimedia-based textbooks with the presentation of their final project. When the teaching period was over, the post-test was taken. The results demonstrated the efficiency of the complex assessment of readiness in the mentioned area enabling the definition and correction of gaps in its structural content. The designed course proved its effectiveness in practice as asserted by the post-test scores

2016-2017 Undergraduate Academic Catalog

https://digitalcommons.cedarville.edu/academic_catalogs/1081/thumbnail.jp